770 Westminster Street Providence, RI 02903 Scott D. Barr, Principal
"Classical High School, a demanding college preparatory examination school, serves a diverse community and provides itsstudents with the means to achieve high standards in a rigorous learning environment. Classical encourages its studentsto pursue academic, artistic, athletic and personal growth so they will experience success in colleges and universities, andwill demonstrate excellence and leadership within the global and local community."
Reported by Maiko Tsutsui
Introduction
Classical High School is located in Providence, RI. This school was established on March 20, 1843. This high school is a public high school but if you want to enter this school we have to pass the entrance examination. In this high school, there are more than 80 teachers and they offer the high quality education to students. Classical high school focuses on not only studying but also sports. There are more than 30 club activities. Thanks to it, students can have a fulfilling school lives. The core believes and values of this school include the equality of the education for all students. Through the high quality education, this school aims at creating people who have excellence and leadership in the world.
Community Background
--People-- The total population of Providence, Rhode Island of the U.S. census 2012 was 178,042. The population of females accounts for 51.8%. This means that make-to-female ration is about equal. In Providence, the largest percentage of the race is Hispanic or Latino (38.8%). This is followed by White (19.8%), Black/African Americans (16.0%), Asian (6.4%) and American Indian and Alaska native (1.4). This ratio of the race is so different from that of Statewide.
In Rhode Island, 81.4% is White and Hispanic or Latino are only 12.4%. This fact effects to the language. In providence, about 30 % of the people use another language than English at home. Of those people who are at least 5 years old, 56.4% speak Spanish, 31.6% use other Indo-Europe language, 9.2% speak Asian Pacific Islander language and 2.9% speak other language.
--Economy-- Median family income in Providence is $41,906(statewide $70,663) and all families below the poverty level are 26.3% (statewide 8.4%). Children living in families below the federal poverty threshold are 35.6% in 2010 (statewide 16.7%). From this numbers, we can understand that people in this community are not so rich. However, the percentage of children living in families below the federal poverty threshold in Providence in 2000 was 40.5% (statewide 16.7%). Providence achieved 5% decline in that kind of children for 10 years. This means that the economy of this community is changing in a favorable way.
District Providence is one of the oldest cities established in the U.S. and the capital in Rhode Island. This city was famous for silverware and jewelry industry. So, Providence was called "Beehive of Industry."
--Academy-- Let's look at the score of NECAP of 11th Grade. On the math exam in2011-2012, the average of Providence is 12% (statewide 30%). The score of Science in 2010-2011 is 7% (statewide 26%). These scores are not good. The math score of central falls is 7% and science one is 6%. This means that the average score of math and science of Providence is similar to the central falls' ones. On the reading exam, the average of Providence is 56% (statewide 76%) and the writing score is 36% (statewide 51%). These scores are lower than statewide, but the ratio of the score of reading and writing between Providence and the statewide is also better than that of math and science. On the science exam, average of statewide is about 4 times as high as providence. On the other hand, reading score of statewide is only 1.35 times as high as that of Providence. Moreover, comparing to writing score of Providence with Central Falls, Providence has twice as much score as Central falls (18%). From these facts, the scores are bellow statewide, but we can understand that Providence have the advantage on the math and science subject.
--Educational Environment-- In Providence, teacher-students ratio 2010-2011 is 1:15. Comparing to, central falls (1:10), Statewide (1:11) and Barrington (1:12), this ratio is higher than other districts. On the other hand, the percentage of not qualified teachers 2010-2011 in Providence is only 3 %. This number is a half as high as central falls (6%). This data shows that students can take a high quality education in Providence, even if the teacher-students ratio is highest. The percentage of student eligibility for subsidized lunch in Providence is 81%. This number is similar to that of Central falls (86%) and it is much higher than statewide (44%) and Barrington (6%). These numbers might have some relationship with "the medium family income", because that of Providence ($41,906) was about a half as much as Statewide ($70,663).
On the other hands, the percentage of Students Receiving ESL/Bilingual Education Services is 17%. That of Statewide is only 6%. This means that Providence has a lot of people who come from other countries. Because of it, schools in Providence have some problems. It is because it is hard for teachers to let all students understand a subject if there is someone who cannot understand the language in the class.
School Analysis --Exams-- In classical high school, there are a lot of AP exams. The number of it taken 2010-2011 in this high school was 501. This is above that of Barrington School (490).
The number of students to take the Exam 2010-2011 in classical high school was 279. This number is also higher than that of Barrington school (264).
We can understand that classical high school focuses the Exam and students have a high conscious for taking the exam. This fact influences to the score of SAT Exams. All of the score in classical high school (Mathematics, Reading, and Writing Average 2010-2011) are above those of Statewide.
--Teachers-- In classical high school, both of percentages of teachers with emergency certification 2010-2011 and Not Highly Qualified Teachers 2010-2011 are 0%. This is the same as Barrington school. The teacher-student ratio 2010-2011 in Classical high school is 1:14. This number is higher than central falls school (1:10), State wide (1:11) and Barrington school (1:12). However, thanks to 0% of teachers with emergency certification and not qualified teachers, classical high school can provide the high quality education.
--Education services-- The percentage of students receiving ELS/Bilingual Services is less than 1%. This number is much lower than Central falls school (21%). Moreover, the percentage of students receiving special education services is only 2%. This number is the lowest in Barrington school (13%), Statewide (16%) and central falls school (21%). Thanks to these situations, students can learn subjects in the same level. What's more, it reduces teacher's strain so that they can concentrate to offer the high level educations.
--Education Environment-- The percent graduated in 2011 in classical high school is 95.9%. This number is so similar to the Barrington school (96.6%). Percent dropped out is only 2.5%. It is far below that of Central falls (8.9%). The stability Index in classical high school is 96%. This is higher than statewide (85.5%). These numbers tell us that classical high school has comfortable atmosphere to study and students prefer to stay there.
Conclusion From these analyses, we can find that the quality of education relates to various things, for example, district of the school, the family incomes, quality of the teacher and so on. There is an entrance examination for classical high school, so it enables to equalize the level of the students who go to the classical high school. This system is great, because it makes more easily for teacher to teach subjects. Thanks to it, they can teach smoothly. What's more, students can stimulate each other, because there are a lot of students who have the same level of the intelligence. These conditions are so comfortable to the Education Environment. This means that classical high school enables students to spend valuable times.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
770 Westminster Street Providence, RI 02903
Scott D. Barr, Principal
"Classical High School, a demanding college preparatory examination school, serves a diverse community and provides its students with the means to achieve high standards in a rigorous learning environment. Classical encourages its students to pursue academic, artistic, athletic and personal growth so they will experience success in colleges and universities, and will demonstrate excellence and leadership within the global and local community."
Reported by Maiko Tsutsui
Introduction
Classical High School is located in Providence, RI. This school was established on March 20, 1843. This high school is a public high school but if you want to enter this school we have to pass the entrance examination. In this high school, there are more than 80 teachers and they offer the high quality education to students. Classical high school focuses on not only studying but also sports. There are more than 30 club activities. Thanks to it, students can have a fulfilling school lives. The core believes and values of this school include the equality of the education for all students. Through the high quality education, this school aims at creating people who have excellence and leadership in the world.
Community Background
--People--
--Economy--
Median family income in Providence is $41,906(statewide $70,663) and all families below the poverty level are 26.3% (statewide 8.4%). Children living in families below the federal poverty threshold are 35.6% in 2010 (statewide 16.7%). From this numbers, we can understand that people in this community are not so rich. However, the percentage of children living in families below the federal poverty threshold in Providence in 2000 was 40.5% (statewide 16.7%). Providence achieved 5% decline in that kind of children for 10 years. This means that the economy of this community is changing in a favorable way.
District
Providence is one of the oldest cities established in the U.S. and the capital in Rhode Island. This city was famous for silverware and jewelry industry. So, Providence was called "Beehive of Industry."
--Academy--
Let's look at the score of NECAP of 11th Grade. On the math exam in2011-2012, the average of Providence is 12% (statewide 30%). The score of Science in 2010-2011 is 7% (statewide 26%). These scores are not good. The math score of central falls is 7% and science one is 6%. This means that the average score of math and science of Providence is similar to the central falls' ones. On the reading exam, the average of Providence is 56% (statewide 76%) and the writing score is 36% (statewide 51%). These scores are lower than statewide, but the ratio of the score of reading and writing between Providence and the statewide is also better than that of math and science. On the science exam, average of statewide is about 4 times as high as providence. On the other hand, reading score of statewide is only 1.35 times as high as that of Providence. Moreover, comparing to writing score of Providence with Central Falls, Providence has twice as much score as Central falls (18%). From these facts, the scores are bellow statewide, but we can understand that Providence have the advantage on the math and science subject.
--Educational Environment--
In Providence, teacher-students ratio 2010-2011 is 1:15. Comparing to, central falls (1:10), Statewide (1:11) and Barrington (1:12), this ratio is higher than other districts. On the other hand, the percentage of not qualified teachers 2010-2011 in Providence is only 3 %. This number is a half as high as central falls (6%). This data shows that students can take a high quality education in Providence, even if the teacher-students ratio is highest.
The percentage of student eligibility for subsidized lunch in Providence is 81%. This number is similar to that of Central falls (86%) and it is much higher than statewide (44%) and Barrington (6%). These numbers might have some relationship with "the medium family income", because that of Providence ($41,906) was about a half as much as Statewide ($70,663).
On the other hands, the percentage of Students Receiving ESL/Bilingual Education Services is 17%. That of Statewide is only 6%. This means that Providence has a lot of people who come from other countries. Because of it, schools in Providence have some problems. It is because it is hard for teachers to let all students understand a subject if there is someone who cannot understand the language in the class.
School Analysis
--Exams--
In classical high school, there are a lot of AP exams. The number of it taken 2010-2011 in this high school was 501. This is above that of Barrington School (490).
We can understand that classical high school focuses the Exam and students have a high conscious for taking the exam. This fact influences to the score of SAT Exams. All of the score in classical high school (Mathematics, Reading, and Writing Average 2010-2011) are above those of Statewide.
--Teachers--
In classical high school, both of percentages of teachers with emergency certification 2010-2011 and Not Highly Qualified Teachers 2010-2011 are 0%. This is the same as Barrington school. The teacher-student ratio 2010-2011 in Classical high school is 1:14. This number is higher than central falls school (1:10), State wide (1:11) and Barrington school (1:12). However, thanks to 0% of teachers with emergency certification and not qualified teachers, classical high school can provide the high quality education.
--Education services--
The percentage of students receiving ELS/Bilingual Services is less than 1%. This number is much lower than Central falls school (21%). Moreover, the percentage of students receiving special education services is only 2%. This number is the lowest in Barrington school (13%), Statewide (16%) and central falls school (21%). Thanks to these situations, students can learn subjects in the same level. What's more, it reduces teacher's strain so that they can concentrate to offer the high level educations.
--Education Environment--
Conclusion
From these analyses, we can find that the quality of education relates to various things, for example, district of the school, the family incomes, quality of the teacher and so on. There is an entrance examination for classical high school, so it enables to equalize the level of the students who go to the classical high school. This system is great, because it makes more easily for teacher to teach subjects. Thanks to it, they can teach smoothly. What's more, students can stimulate each other, because there are a lot of students who have the same level of the intelligence. These conditions are so comfortable to the Education Environment. This means that classical high school enables students to spend valuable times.
References
Population and Housing Narrative Profile:2010 (2010). Retrieved from http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_10_1YR_NP01&prodType=narrative_profile
U.S. Census Bureau Fact Sheet. (2010). Retrieved from http://www.census.gov/
Classical High School: Welcome to the Front page. (2012). Retrieved from http://classicalhighschool.org
Classical High School Information (2009-2010). Retrieved from http://providenceschools.org/media/63994/hs%20profiles%20(classical%20high%20school).pdf
Classical's Profile. (2011-2012). Retrieved from http://classicalhighschool.org/wp-content/uploads/profile-for-web-2.28.12.pdf
InfoWorks Live Providence. (2010-2011). Retrieved from http://infoworks.ride.ri.gov/district/providence
Info Works Live Classical High School. (2010-2011). Retrieved from http://infoworks.ride.ri.gov/school/classical-high-school
Rhode Island Kids Count 2012 Fact book. (2012). Retrieved from http://www.rikidscount.org/matriarch/documents/Providence_2012.pdf
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.